Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AHCWOL202, 'Perform board duties'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform board duties' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Element | Performance criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Remove contamination from the fleece | 1.1 Identify work health and safety hazards and report to the supervisor 1.2 Select and use suitable personal protective equipment 1.3 Remove stained wool, black/coloured wool and contamination on the shearing board as instructed 1.4 Apply safe working practices and using the available safety equipment |
2. Remove fleeces and component parts from the shearing board | 2.1 Pick wool up after the shearing handpiece has been disengaged and not before 2.2 Identify wet wool and remove for drying 2.3 Pick belly wool up and remove stained wool 2.4 Remove crutch wool and reposition the hind leg if necessary 2.5 Arrange the hind legs of the fleece to allow for the fleece to be picked up efficiently 2.6 Pick fleece up in a controlled bundle and remove from shearing stand as soon as sheep is shorn 2.7 Carry fleece to the wool table and throw to land flat and spread out ready for skirting 2.8 Collect loose wool remaining in the let-out chute 2.9 Place all wool removed from the fleece and from the shearing board in the correct bins or on the correct table |
3. Handle non-fleece wool | 3.1 Sweep up locks and place in correct bins 3.2 Separate board and table locks where directed 3.3 Remove shanks and jowls if directed and placed in appropriate bin 3.4 Remove pizzle stain from bellies and place in stains line 3.5 Remove brisket wool if directed by the wool classer 3.6 Sweep crutchings clear of the board, remove stain and dags and place in appropriate bins 3.7 Carry lambs wool and prematurely shorn wools to the wool table using boards or paddles, if required 3.8 Place lambs wool on tables for sorting |
4. Skirt fleeces under supervision | 4.1 Seek information on wool classer requirements for mob 4.2 Remove fribs and sweats and place in appropriate bins 4.3 Remove short crutch wool and wiggings and place with locks 4.4 Remove wool carrying vegetable matter under wool classer supervision 4.5 Seek feedback on accuracy of skirting and fleece to skirtings ratio 4.6 Assist wool classer or wool roller in separating fleece wool, which has been identified as defective or lacking uniformity |
5. Sweep the board and wool room | 5.1 Sweep shearing boards, wool room and area beneath the wool table regularly and when necessary during the shearing operation 5.2 Keep the shearing boards and the wool room free of potential contamination 5.3 Remove waste and place appropriately in full consideration of environmental implications |
6. Empty bins and other wool containers | 6.1 Empty bins and other wool containers as necessary, and replace as directed |
7. Perform cut-out duties | 7.1 Empty all butts and bins and press wool 7.2 Stack bales 7.3 Sweep wool working area 7.4 Store equipment 7.5 Wash board down and disinfect |